Introduction
This essay explores the 2017 animated film *Coco*, directed by Lee Unkrich, through the lens of social work, focusing on the social issues and theoretical frameworks embedded within its narrative. *Coco* tells the story of Miguel, a young Mexican boy who embarks on a journey to the Land of the Dead to uncover his family’s history and pursue his passion for music. The film addresses profound social issues such as intergenerational trauma, cultural identity, and social exclusion, which are pertinent to social work practice. By applying relevant theories, including family systems theory and cultural competence, this essay aims to analyse how these themes are portrayed through specific scenes and to consider their implications for social work interventions. The discussion will demonstrate a broad understanding of social challenges while offering a logical, evidence-supported argument.
Social Issues in Coco: Intergenerational Trauma and Family Dynamics
One prominent social issue in *Coco* is intergenerational trauma, a concept well-documented in social work literature as the transmission of emotional and psychological wounds across generations (Goodman, 2013). In the film, Miguel’s family bans music due to the pain associated with his great-grandfather’s abandonment, believed to be caused by his pursuit of a musical career. This restriction, enforced by his grandmother, Abuelita, represents unresolved grief and trauma passed down through the family. A poignant scene early in the film shows Abuelita smashing Miguel’s guitar, symbolising the suppression of individual aspirations to protect the family from past hurts. From a social work perspective, this highlights the need for interventions that address historical trauma, encouraging families to process grief collectively rather than through prohibition or silence.
Applying family systems theory, which views family members as interconnected and influencing one another (Bowen, 1978), the dynamics in Miguel’s family reveal how past conflicts shape present behaviours. The theory posits that unresolved issues can create emotional cut-offs, evident when the family distances itself from music and the memory of Héctor, Miguel’s ancestor. Social workers could use this framework to facilitate dialogue, helping families like Miguel’s to reconnect with their past in healthier ways.
Cultural Identity and Social Exclusion
Another critical issue in *Coco* is the struggle for cultural identity, a theme resonant with social work’s emphasis on cultural competence (Lum, 2011). Miguel’s journey to the Land of the Dead during Día de los Muertos—a Mexican holiday honouring deceased loved ones—underscores the importance of cultural traditions in shaping identity. However, his desire to become a musician clashes with family expectations, reflecting a form of social exclusion within his immediate environment. A key scene occurs when Miguel crosses into the Land of the Dead, encountering vibrant celebrations that contrast with his family’s rejection of music, illustrating how cultural heritage can both unite and divide.
Cultural competence theory, which stresses understanding and respecting diverse cultural backgrounds in social work practice, is highly relevant here (Lum, 2011). Social workers must navigate such tensions by fostering environments where individuals like Miguel can express their identities without fear of exclusion. This involves advocating for clients’ rights to cultural expression while mediating family conflicts.
Conclusion
In conclusion, *Coco* (2017) offers a rich narrative for exploring social issues such as intergenerational trauma and cultural identity, both central to social work practice. Through scenes depicting family conflict and cultural celebration, the film illustrates the complexities of family dynamics and exclusion, which can be understood through family systems theory and cultural competence. For social workers, *Coco* serves as a reminder of the importance of addressing historical trauma and promoting cultural understanding in interventions. Though this analysis is limited by its focus on a fictional narrative, it highlights real-world challenges, encouraging practitioners to draw on appropriate resources to support diverse families. Further research into the application of these theories in practice could enhance social work approaches to similar issues.
References
- Bowen, M. (1978) Family Therapy in Clinical Practice. Jason Aronson.
- Goodman, R. D. (2013) The transgenerational trauma and resilience genogram. Counselling Psychology Quarterly, 26(3-4), pp. 386-405.
- Lum, D. (2011) Culturally Competent Practice: A Framework for Understanding Diverse Groups and Justice Issues. Brooks/Cole.
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